Leadership and management Flashcards
Definitions of leadership
Grint 2011
Leadership as Person – who leaders are; their personality traits, skills and standards of personal effectiveness
Leadership as Process – how leaders get things done; this is defined by social interactions, attempts at influence, communication, empathy, empowerment and coaching
Leadership as Position – where leaders operate; as defined by organisational leadership roles, position, authority and/or professional status
Leadership as Results – what leaders achieve.
Timeline of contemporary leadership theories
A brief timeline of key contemporary leadership theories is given below:
1840s – 1930s: ‘Great man’ theories: Leadership is an innate ability with which you are born.
1930s: Group theory: Leadership emerges and develops in small groups.
1940s –1950s: Trait theory: There are universal traits common to all leaders.
1950s –1960s: Behaviour theory: Key behaviours result in leadership.
1960s – 1970s:
Situational theories: Leadership style should vary with the person or group being influenced and the task that needs to be accomplished
Contingency theory: Focuses on adapting situational variables to better suit a leader’s style
1977: Greenleaf suggests that great leaders serve the group they lead by creating and maintaining an environment which encourages and supports everyone in maximising their potential
1978: Burns describes transactional and transformational leadership (see below); he suggests that followers are central to leadership and that successful leaders transform groups in ethically and morally uplifting ways
Transactional leadership:
Views leadership in terms of an exchange between leader and follower; at its most basic this transaction involves the exchange of reward (psychological or material) for work.
Promotes compliance through threat of punishment
Transformational leadership involves:
Challenging the status quo to create new visions and scenarios
Initiating new approaches
Stimulating the creative and emotional drive in individuals to innovate and deliver excellence.
1980s: Excellence: What combination of group facilitation, traits, behaviours and key situations enables people to lead organisations to excellence?
Management Theory: Key rules: Obeying the leader is fundamental; ensure a clear chain of command; use rewards and punishment
1990s: Relationship theory (also known as transformational theory): Successful leaders are passionate about the work and able to energize others
2000-2010s: There are many emergent leadership theories, the most illuminating of which are:
Adaptive Leadership:
Considers leadership as a practice to be used in situations without known solutions (Heifetz & Laurie, 2011).
Authentic Leadership:
Highlights transparent and ethical leader behaviour; encourages open sharing of information required to make decisions while accepting followers’ inputs (Avolio et al, 2009).
Complexity Leadership:
Relates concepts of complexity theory to the study of leadership and considers leadership within the framework of a complex adaptive system (Uhl-Bien et al, 2007). A complex adaptive system is composed of:
‘interdependent agents who are bonded in a cooperative dynamic by common goals, outlook, need, etc. They are changeable structures with multiple, overlapping hierarchies, and … are linked with one another in a dynamic, interactive network’ (Uhl-Bien et al, 2007).
Examples include the National Health Service, foundation trusts and mental health teams.
Transactional leadership
Views leadership in terms of an exchange between leader and follower; at its most basic this transaction involves the exchange of reward (psychological or material) for work.
Promotes compliance through threat of punishment
Transformational leadership
Challenging the status quo to create new visions and scenarios
Initiating new approaches
Stimulating the creative and emotional drive in individuals to innovate and deliver excellence.
Wicked problems
Wicked problems are complex rather than just complicated (i.e. they are highly relational and cannot be removed from their environment, solved and returned without affecting the environment) (Grint, 2011). There are no obvious answers; typically a number of ‘solutions’ have been applied in an attempt to resolve the problem without achieving sustained success. Wicked problems are common and tend to be socio-political, chronic and ‘messy’. There is a high degree of uncertainty and no clear relationship between cause and effect.
Examples of wicked problems in psychiatry include:
the contestable nature of professional knowledge; alternative views can be found (even in the same team) on the interventions which practitioners might use
limited understanding of disease
lack of suitable or available treatments
paucity of appropriate teams and facilities
mental health laws which are either overly liberal or overly coercive
improving mental capacity and wellbeing
substance misuse
protecting the public and risk management while promoting recovery, wellbeing and community participation
maximising the quality of care whilst minimising the cost of care
being accountable to patients whilst being accountable to a population
meeting the needs of patients and the needs of the organisation
addressing central concerns (government, trust boards) as well as local needs
working with the short-term whilst working toward the long term.
Wicked problems don’t need leaders to give the right answers, but to ask the right questions
Tame problems
Tame problems may be complicated but can be solved by the application of logic and clear pathways or protocols. They are likely to have occurred before and engender a limited degree of uncertainty. Medical students and trainees are primarily taught to solve tame clinical problems. Examples of tame problems in psychiatry include:
diagnosing clinical depression Mental Health Act 1983 assessments a quality standard drifting outside of control limits dealing with complaints supporting a colleague who is underperforming workforce planning job planning training.
Define management
getting things done well through and with people, creating an environment in which people can perform as individuals and yet collaborate towards achieving group goals and removing obstacles to such performance’. (Royal College of Psychiatrists, 2012)
Distinguishing leadership from management
Leadership- established direction, aligns people, motivates and inspires, implement and manage change
Manager- planning and budget, organisation and staff, controlling and problem solving, bringing order
Clinical leadership vs medical leadership
Medical leadership is delivered by a doctor
Why psychiatrists make good leaders
Psychiatrists are perhaps well placed to provide leadership through enhancement of the skills required to be a good psychiatrist including:
an understanding of severe disturbance, interpersonal dynamics and pathological and healthy processes, particularly projection, splitting, and mourning
the ability to think in systems and groups
expertise in managing boundaries, overcoming barriers and motivating and supporting others
skills in assimilating diverse and conflicting evidence.
Imperatives of leadership should include
it is suggested that the imperatives of leadership should include:
clinical decision-making in multidisciplinary contexts
the management of dynamics in team settings
the professional development of colleagues
service improvement
ensuring equity of access
an ambassadorial role for health services
an acceptance of wider roles outside the employing organisation
horizon scanning, to anticipate developments in policy and practice, and then encourage evolution in service delivery.
A consultant doctor cannot usually see every patient (the money and the time are simply not there) or be personally responsible for every patient seen by a member of the team that they lead. However, a doctor can, and indeed is uniquely positioned to lead a team in such a way that practice and outcomes for patients are good and are continuously improving. A doctor can be accountable for this leadership role.’
The healthcare leadership model
The Healthcare Leadership Model comprises of nine ‘leadership dimensions’:
Inspiring shared purpose:
– Valuing a service
– Being curious about how to improve services and patient care
– Behaving in a way that reflects the principles and values of the NHS.
Leading with care:
– Having the essential personal qualities for leaders in health and social care
– Understanding the unique qualities and needs of a team
– Providing a caring, safe environment to enable everyone to do their jobs effectively.
Evaluating information:
– Seeking out varied information
– Using information to generate new ideas and make effective plans for improvement or change
– Making evidence-based decisions that respect different perspectives and meet the needs of all service users.
Connecting our service:
– Understanding how health and social care services fit together and how different people, teams or organisations interconnect and interact.
Sharing the vision:
– Communicating a compelling and credible vision of the future in a way that makes it feel achievable and exciting.
Engaging the team:
– Involving individuals and demonstrating that their contributions and ideas are valued and important for delivering outcomes and continuous improvements to the service.
Holding to account:
– Agreeing clear performance goals and quality indicators
– Supporting individuals and teams to take responsibility for results
– Providing balanced feedback.
Developing capability:
– Building capability to enable people to meet future challenges
– Using a range of experiences as a vehicle for individual and organisational learning
– Acting as a role model for personal development.
Influencing for results:
– Deciding how to have a positive impact on other people
– Building relationships to recognise other people’s passions and concerns
– Using interpersonal and organisational understanding to persuade and build collaboration.
Limits of competency frameworks
Competency frameworks and lists of leadership skills are based on what strong performers have done in the past and thus may not be relevant in rapidly changing circumstances. It is unlikely all leaders within an organisation must possess the same set of competencies to be successful or make the organisation successful. There is also a risk of embedding one particular group of attitudes and not seeking out the right skills and attitudes for new ways of working.
An extensive list of knowledge, skills and attributes may be overwhelming and appear unachievable. It also suggests that leaders can move seamlessly between styles and approaches. Furthermore, by listing individual competencies, frameworks can imply to readers that leadership resides in a single individual, whereas notions of contemporary shared leadership argue for leadership as an embedded characteristic of organisations.
Leadership is related to context and your choice of approach will depend on what is required; it is not simply a matter of choosing the model with which you have the strongest affinity.
Transformational leadership skills
Bass 1985 modelling integrity and fairness setting clear goals holding high expectations encouraging others providing support and recognition stirring the emotions of people enabling people to look beyond their self-interest inspiring people to reach for the improbable.
In mental health service teams, transformational leadership is positively associated with a cohesive organisational culture and negatively associated with burnout. It is superior to transactional leadership styles (Corrigan et al, 2002; Rodenhauser, 1996).
Leadership as a position
- Team leader-> often team manager
- Clinical lead-> may advise managers about the needs within the service. Does not normally have operational management responsibilities
- Clinical director-> normally responsible for part of a mental health service and has budget, typically work in partnership with a professional manager
- Medical director-> executive, medical baord, medical input for development of strategies, communicates to trust and clinicians, supports work of clinical directors, professional lead, assumes coporate role